Introduction

This instrument focuses on
numerous aspects of working conditions proven to influence the retention of a
quality workforce. Each category is accompanied by a reference that will provide
more detailed information should one wish to pursue it. The instrument is
designed as a tool to assist in identifying areas of strengths and needs.
Improvement strategies to address the categories, topics and activities are
implied but should in no way limit possible interventions.

Implementation

The
self-assessment can be implemented in any way that best suits the user’s needs.
It is recommended that before its implementation, a task force or retention team
is created that will take responsibilities for reviewing the instrument,
selecting sections to be used, and designing follow-through strategies once the
information is collected. It provides several examples for each topic, but
additional topics or factors will likely be identified during the
self-assessment process.

A commitment at the district or
building level is necessary for this to be an effective retention improvement
strategy and should be incorporated into the larger retention initiative.
Section Six describes the context within which the instrument could be used.
Please review the framework described by the five areas of inquiry to determine
the most appropriate use for your school and/or district’s needs. It is
recommended that this intervention be inclusive of both general and special
education, and include leadership reflecting both perspectives.

Therefore, the following elements should be decided before
embarking on the implementation:

Content within school improvement plan or retention
plan.

Timing of implementation.

Task force membership.

Categories to be assessed.

Commitment to follow-up.

Plan for ongoing assessment and improvement strategies.

Assessment Category:
Leadership/Decision Making

Topic 1: Building/District Support for Teachers

(National Commission on Teaching America’s
Future 2003)

Never

1

Seldom

2

Most of the Time

3

Always

4

1)The principal and/or superintendent and special education director
are involved in a teacher retention initiative.

2)The school leader takes the initiative to bring general and special
educators together on a regular basis for communication and consultation.